As we continue to talk about changes to the way we structure Yr 9s here are some thoughts and links:
What's worked for 9 K T R over the last 4 years of having a Whanau class:
- Having Learning Leaders who specialise in teaching Yr 9s - high expectations re learning outcomes (knowing what learners need in terms of skills and habits for success beyond Yr 9), firm routines and consequences
- Having stability in the core teaching team (Yr 9s need predictability and it's easier for us to work with the same team of staff over a period of time too)
- Whanau Leader teaching both classes
- Whanau Leader spending time in their other classes
- Being Whanau
What would improve the outcomes for 9 K T R Whanau classes
- It would be primo if the same teachers could teach both Whanau classes
- Maintaining a steady team of core teachers over a couple of years
- Having regular time allocated for the team of Learning Leaders to meet and plan ahead. This would let us make plans for specific individuals who have specific skill deficits (espec literacy), and whole class plans
- Tying termly themes to Whanau 4C's to broaden our teaching to the 'whole child'
- Intensive and frequent learning support programmes with measurable outcomes ie lifting reading ages by 2 years over 6 months, etc
Other thoughts:
I wonder about timetabling both 9 K T R classes into core subjects at the same time - not in the same subject, but 9 K O can be in Soc and KR in English - this would allow more flexibility in how learners' needs and interests are met, time and space for collaborative and x-curricular projects, etc. (Not sure if I can have this and the same staffing for both classes?)
I'd also like us to consider integrating LTL into regular teaching programmes. They generally don't enjoy LTL and may see more relevance if they if it is taught in an authentic context. (This would on paper free up 100 mins per week for half a year which in my opinion be better spent addressing learners' real skill weaknesses ie literacy and numeracy.) I'd like to see more flexibility in Te Wahi Awhina. With more flexibility more learners’ needs could be met in a more fluid and personalised way. It seems to me most kids can be part of a Whanau class most of the time, so I am at the point of wondering why we need a Connected Learning class. Those with severe disabilities who attract Learning Assistant time could spend time in Whanau class and time in Te Wahi Awhina. Te Wahi Awhina should be running personalised programmes for many kids with a range of needs - academic, social and behavioural. A personalised programme might be going to TEM with 9 K R, going to TWA for Mathletics via a pc to improve basic Maths skills, to Music with 9 K R and their learning assistant, small group being taught to read for 50 mins during another part of their week, time with the RTLB to develop self-management skills, etc. Again, I think we need to consider the development of the whole child and the value of positive role modelling in a well-functioning Whanau class.
What's worked for 9 K T R over the last 4 years of having a Whanau class:
- Having Learning Leaders who specialise in teaching Yr 9s - high expectations re learning outcomes (knowing what learners need in terms of skills and habits for success beyond Yr 9), firm routines and consequences
- Having stability in the core teaching team (Yr 9s need predictability and it's easier for us to work with the same team of staff over a period of time too)
- Whanau Leader teaching both classes
- Whanau Leader spending time in their other classes
- Being Whanau
What would improve the outcomes for 9 K T R Whanau classes
- It would be primo if the same teachers could teach both Whanau classes
- Maintaining a steady team of core teachers over a couple of years
- Having regular time allocated for the team of Learning Leaders to meet and plan ahead. This would let us make plans for specific individuals who have specific skill deficits (espec literacy), and whole class plans
- Tying termly themes to Whanau 4C's to broaden our teaching to the 'whole child'
- Intensive and frequent learning support programmes with measurable outcomes ie lifting reading ages by 2 years over 6 months, etc
Other thoughts:
I wonder about timetabling both 9 K T R classes into core subjects at the same time - not in the same subject, but 9 K O can be in Soc and KR in English - this would allow more flexibility in how learners' needs and interests are met, time and space for collaborative and x-curricular projects, etc. (Not sure if I can have this and the same staffing for both classes?)
I'd also like us to consider integrating LTL into regular teaching programmes. They generally don't enjoy LTL and may see more relevance if they if it is taught in an authentic context. (This would on paper free up 100 mins per week for half a year which in my opinion be better spent addressing learners' real skill weaknesses ie literacy and numeracy.)
I'd like to see more flexibility in Te Wahi Awhina. With more flexibility more learners’ needs could be met in a more fluid and personalised way. It seems to me most kids can be part of a Whanau class most of the time, so I am at the point of wondering why we need a Connected Learning class. Those with severe disabilities who attract Learning Assistant time could spend time in Whanau class and time in Te Wahi Awhina. Te Wahi Awhina should be running personalised programmes for many kids with a range of needs - academic, social and behavioural. A personalised programme might be going to TEM with 9 K R, going to TWA for Mathletics via a pc to improve basic Maths skills, to Music with 9 K R and their learning assistant, small group being taught to read for 50 mins during another part of their week, time with the RTLB to develop self-management skills, etc. Again, I think we need to consider the development of the whole child and the value of positive role modelling in a well-functioning Whanau class.
The Value of Learning Teams
Social and Emotional Learning 7 Sept 2010